ADHD: It’s a Real Mind
Game!
By: Kristy Donaldson, M.Ed., LPC, RPT, CHST
Doctoral Candidate: Forensic Psychology
My Family
Plus one
that is not
pictured
Key Points & Objectives
• To identify diagnosable signs, symptoms, & key concepts of ADHD/ADD
• To better understand how belief in self & the power of the brain affect the ADHD/ADD
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student’s future
To recognize the cognitive distortion of an ADHD/ADD student’s mind.
To understand our own influences and why they were impactful
To identify common types of treatment
To identify the lack of students using services offered by the college they attend.
To recognize the common academic/nonacademic issues plaguing college students
To identify academic supports available and how professors/staff can be a support system.
What is your knowledge of ADHD?
Child
Adolescent
College
Potentially a Profile of Your College Student
A hyperactive child, prone to distraction, he was deemed "difficult" by his teacher. His mother
quickly pulled him from school and taught him at home. At age 11, he showed a voracious
appetite for knowledge, reading books on a wide range of subjects. In this wide-open curriculum
this child developed a process for self-education and learning independently that would serve him
throughout his life.
This hyperactive child went on to be one of the prolific inventors of all time with over 400
patents in an 8 year span of time. Who is this person?
***Hint*** You most likely use one of his most noteworthy inventions daily just “plugging”
things up.
Thomas Edison
The whole world called him a genius. But he knew
that having a good idea was not enough. It takes
hard work to make dreams into reality. That is why
Edison liked to say, "Genius is 1% inspiration and
99% perspiration."
Indeed, if you have ADHD, you are in very good company with the list of famous people
below who either have been diagnosed with attention deficit disorder, or have many of the
symptoms of this disorder that suggest they may have had it (in no particular order):
Albert Einstein
Galileo
Mozart
Leonardo da Vinci
Cher
Bruce Jenner
Charles Schwab
Henry Winkler
Danny Glover
Walt Disney
John Lennon
Greg Louganis
Winston Churchill
Henry Ford
Stephen Hawkings
Jules Verne
Alexander Graham- Bell
Woodrow Wilson
Hans Christian
Anderson
Nelson Rockefeller
Thomas Edison
Gen. George Patton
Agatha Christie
John F. Kennedy
Whoopi Goldberg
Rodin
Thomas Thoreau
David H. Murdock
Dustin Hoffman
Pete Rose
Russell White
Jason Kidd
Russell Varian
Robin Williams
Louis Pasteur
Werner von Braun
Dwight D. Eisenhower
Robert Kennedy
Prince Charles
Gen. Westmoreland
Eddie Rickenbacker
Gregory Boyington
Harry Belafonte
F. Scott Fitzgerald
Mariel Hemingway
Steve McQueen
George C. Scott
Tom Smothers
Suzanne Somers
Lindsay Wagner
George Bernard Shaw
Joan Rivers
Beethoven
Jim Carey
Carl Lewis
Jackie Stewart
“Magic” Johnson
John Corcoran
Sylvester Stallone
• An estimated 15 million individuals in America have
ADHD.
• Without identification and proper treatment, ADHD may
have serious consequences, including school failure, family
stress and disruption, depression, problems with
relationships, substance abuse, delinquency, accidental
injuries and job failure.
• Early identification and treatment are extremely important.
So what are the diagnosable signs and symptoms of ADHD/ADD?
Symptoms of Inattention
• Often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other
activities
• Often has difficulty sustaining attention in tasks or play activities
• Often does not seem to listen when spoken to directly
• Often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the
workplace (not due to oppositional behavior or failure to understand instructions)
• Often has difficulty organizing tasks and activities
• Often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as
schoolwork or homework)
• Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books, or tools)
• Is often easily distracted by extraneous stimuli
• Is often forgetful in daily activities–even those the person performs regularly (e.g., a routine appointment)
Symptoms of Hyperactivity/Impulsivity
Hyperactivity
• Often fidgets with hands or feet or squirms in seat
• Often leaves seat in classroom or in other situations in which remaining seated is expected
• Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or
adults, may be limited to subjective feelings of restlessness)
• Often has difficulty playing or engaging in leisure activities quietly
• Is often “on the go” or often acts as if “driven by a motor”
• Often talks excessively
Impulsivity
• Often blurts out answers before questions have been completed
• Often has difficulty awaiting turn
• Often interrupts or intrudes on others (e.g., butts into conversations or games)
A chart of ADHD brains and developing
controls.
The delay in
ADHD was most
prominent in
regions at the front
of the brain’s outer
mantle (cortex),
important for the
ability to control
thinking, attention
and planning
These brain scans indicated individuals with ADHD
have faulty off-switches for mind wandering.
Brain Scans ADHD vs. No ADHD
Key Concepts to Keep in Mind About ADD/ADHD
• Attention deficit disorder begins in childhood.
• The symptoms of inattention and hyperactivity need to show themselves in a manner and degree which is
inconsistent with the person’s current developmental level. That is, the individual’s behavior is significantly more
inattentive or hyperactive than that of his or her peers of a similar age.
• Several symptoms must be present before age 12 (which is why ADHD is classified as a neurodevelopmental
disorder, even if not diagnosed until adulthood).
• In the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition (DSM-IV), symptoms were required
before age 7. Now the age of 12 is seen as an acceptable criterion because it is often difficult for adults to look
retrospectively and establish a precise age of onset for a child. Indeed, adult recall of childhood symptoms tends
to be unreliable. Thus, the DSM-5 has added some leeway to the age cut-off.
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ADHD is a neurobiological disorder that affects
individuals across the lifespan.
How powerful is the brain in supporting “perceived” thoughts?
The Power of Belief in Oneself
• Placebo studies are the perfect example, referred to as the “Lies that heal” by the
Historian of Science at Harvard University- Dr. Anne Harrington
• A study in Texas by orthopedic surgeons who scoped and cleaned out knee joints is
a good example of the power of belief. The group who just underwent the 3 small
incisions had the same outcome as those who had the full procedure.
• A study in Japan with 13 participants who were extremely allergic to poison ivy
showed a reaction to the leaf used to rub on their skin. However, the leaf was
harmless, although presumed to be poisonous.
Let’s talk about cognitive distortion and the
college ADHD/ADD student…
Selective Attention
achieved when only a small part of the situation is considered, while all else is
excluded
Focusing on Extremes
I made a B, now I am a failure.
Over Generalizing
I will never be successful in school because I never have been.
Talking Over Others
mind racing and blurted out statements are made impulsively and repeatedly
Catastrophizing
The end of the world as they know it. “Chicken Little” thinking.
Unfair
the everyone’s out to get me mentality
I feel it, so it must be TRUE
I have always been bad at math, so I always will be.
I have never been a good writer, so I will not pass this written assignment.
Must be someone else’s fault
It is never my fault
This is also seen due to a sense of entitlement
The “I-should” Factor
I should never get sad, I should never get mad because mad is bad.
Who positively influenced you the most during college?
Brief Mindfulness Activity
Take a moment to consider a professor or professors who influenced
you during your college experience.
• Identify why these connections came to mind and why you believe them to be of
importance?
• Did they encourage you in some way?
• Did they provide necessary needs to you at that time of your life/education?
• Did they bring balance, love, respect, safety, and security to you?
Facts about College Students and ADHD/ADD
• Obtaining accommodations and support services in college can dramatically
improve the odds of success for students with ADHD/ADD.
• The problem is this: many transitioning students with ADHD/ADD choose
not to disclose their disability and seek help.
• In fact a large-scale study (Newman et al., 2011) found that only 20% of
college students with a diagnosis who received accommodations and help in
high school, informed their universities of their disability status.
• Of those who did, only 19% used the resources available.
Factors of College Readiness
Not all college students with ADHD are the same and have the same level of
difficulty adjusting to college. Some families and schools have helped students
practice many of the daily living and academic skills that will be needed in
college.
However, some come to college totally unprepared to take charge of
themselves. Others have co-existing learning, emotional, physical and social
issues that can make transitioning to college more challenging.
Potential Academic and Nonacademic Consequences for
the ADHD/ADD Student in College
Academic Issues:
• procrastination or poor organization and time management
• lack of self-esteem
• difficulty keeping current with assignments and reading
• emotional and social problems as students make new friends, have to deal with roommates
and independently manage their emotions and stress level
• distractibility and difficulty
• focusing leading to problems with reading
• comprehension, note-taking, and completing assignments and tests in a timely fashion
Non-Academic Issues:
• self-care (managing sleep, independently waking up, forming healthy habits, setting
limits on substance use)
• achieving balance (using the free time in college wisely to focus on classes and have
time for friends and outside activities).
• difficulties with the executive functioning skills that are needed to prioritize, set
goals, make and follow plans, and observe and manage themselves with no adult
involvement can make being independent very difficult.
• Undiagnosed ADHD/ADD in the teen to adult years often increases the risk of
felonious behaviors.
ADHD Interference in Learning
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Difficulty taking notes
Difficulty keeping information, binders, assignments, classes organized
Punctuality due to poor management of time and energy
Difficulty staying “present” during an entire lecture if all presented for one type of
learner ie: kinesthetic, visual, auditory
• Poor memory recall due to phasing in and out during lectures, reading assignments,
and labs.
• Fatigue due to all the extra attention they have to give to maintain presence.
Basic Treatments
Cognitive Behavioral Therapy: The goals of behavior therapy are to learn or strengthen positive behaviors
and eliminate unwanted or problem behaviors. Behavior therapy can include behavior therapy with parents, with
children, or a combination. Teachers can also use behavior therapy to help reduce problem behaviors in the
classroom.
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Behavior management training for families
Behavior management in the classroom
Organizational skills training
Combinations of behavior treatments
Neurofeedback: Non invasive procedure. Providing response to brainwaves as shifts in brain patterns create
brief interruptions in heard or visualized information. The interruptions provide the brain an opportunity to
self correct into a more natural, relaxed, effective pattern, creating a higher state of mental alertness and flow.
Basic Treatments
Medications:
• Stimulants are the best-known and most widely used ADHD medications. Between 7080 percent of children with ADHD have fewer ADHD symptoms when they take these
fast-acting medications.
• Nonstimulants were approved for treating ADHD in 2003. Nonstimulants do not
work as quickly as stimulants, but they can last up to 24 hours.
***Medications can affect each person differently. One student may respond well to one
medication, but not another. The doctor may need to try different medications and doses,
so it is important for the individual’s doctor to find the medication that works best for
them.***
Vitamins & ADHD Treatment
• B6- mood regulation and brain function
• B3- Curb restlessness & irritability, additionally helps to deliver magnesium, Vitamin C, Zinc, & Calcium to brain
• B12- helps regulate neurotransmitters, involved in the production & maintenance of myelin sheath which coats the wiring
of the brain. Deficiency found in this area can cause ADHD symptoms ie: confusion & memory loss
• B1 & B2- delivers glucose to the nervous system & brain, known as the brain fuel!
• Magnesium- plays significant role in decreasing hyperactivity. *tip* 1 cup of epsom salt in bath water at night can help*
• Zinc- Helps with memory, thinking, & IQ. Zinc helps with metabolizing melatonin which is important in regulation of
dopamine. *oysters are high in zinc*
• Fish oil- helps with positive mood & attention
• Probiotics- reduction of harmful bacteria in the gut
• Iron- Only if needed after blood test indication. Iron deficiency and ADHD behaviors are well noted to similarities
• Calcium- 1000 mg helps to calm, typically at night time.
Basic Treatments
School accommodations and interventions
• Make assignments clear – check with the student to see if they understood what they need to do
• Give positive reinforcement and attention to positive behavior
• Allow time for movement and exercise- ie: encourage the student stand in the back of the room
• Communicate with student on a regular basis
• Use an organizational system (ie: planner) to limit the number of things the person has to track
• Be sensitive to self-esteem issues
• Use the fidget item
• Involve a counselor or psychologist for appropriate ideas
Support for College ADHD/ADD Students
Check with Your University
• Many colleges have support for all first-year students and/or all students on campus.
• Make sure to use all available services proactively during transition.
• Partake in orientation experiences that are designed to connect students to campus and with
each other and to make them aware of campus resources and organizations.
• Having an individual act as a coach for transitioning college students can be very helpful.
**Sometimes family members or friends can act as a coach or mentor as students are
adjusting to their new setting.**
• There are also coaches who specialize in working with college students with ADHD. For
example the CHADD website pages offer information on coaching.
Accommodations are Available from the Office of
Access & Learning Accommodation (OALA)
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Alternate testing site when appropriate
Time and a half on exams
Assistance locating a peer note taker
Other options available per the need of the student
Why Seek Support and Strategic Training?
• Strategy training involves teaching students academic strategies or skills that can be
used to improve academic performance. (Available types of training on most
campuses)
• Most of these interventions target students’ ability to take accurate notes, organize
their school materials and organize their study time more efficiently.
• Organizational skills training aims at giving the student more responsibility and a
sense of ownership of academic performance and lessening the involvement of
teachers and parents. Resulting in higher belief in themselves as an independent
college student.
“TAKE-AWAY” for Today
Your presence and support is relevant, necessary, and pertinent for each
college student’s future success, but even more noteworthy in the
student already working through the trials of their disability.
Inspirational Gift
even if you are a small forest surviving off of
moon alone.
your light is extraordinary.
-reminder
Excerpt from the book “Salt” by Nayyirah Waheed
Websites
• www.hopetherapyforkids.com
• www.therapyappointment.com
• Click find a therapist and find my name: Kristy Donaldson
• Kristy Donaldson, M.Ed., LPC, RPT, CHST
(Professional Page)
Facebook
Office
• Office Location: 6701 Sanger Ave, Ste. 103, Waco, Texas 76710
• Business manager Evonne Fraga
• Ph) 254-848-6284
Resources and References
*National Resource Center on ADHD: A
Program of CHADD
www.help4adhd.org
www.chadd.org
*National Institute of Health
http://www.ncbi.nlm.nih.gov/pmc/articles